Unit 13:

Recruitment and Selection

in Business

Unit code:

A/502/5434

QCF Level 3:

BTEC National

Credit value:

10

Guided learning hours: 60

Aim and purpose
The aim of this unit is to introduce learners to recruitment and the importance of ensuring that the best
people are selected to work in organisations. Learners will study selection and recruitment techniques and
will set up, and take part in, a selection interview.

Unit introduction
Recruiting the right people is the key to the success of many organisations. These organisations ensure that the
processes and procedures involved in recruitment and selection meet their needs and are legal. In this unit,
learners will develop an understanding of the impact of the regulatory framework on the recruitment process.
Potential applicants may decide to apply for a post based on the quality of information that they receive.
Details of the post will usually be the first communication they have with the organisation. It is important
that the organisation makes a good first impression on potential applicants to ensure that they attract
sufficient applicants of the right calibre. Learners will develop their knowledge of the types of documentation
used in an interview process.
A structured and planned selection procedure is crucial to the success of the selection process. The impression
a business makes may determine an applicants decision to accept an offer of appointment. Staff conducting
the interview will also be forming their impressions of the applicant.
It is important that interviewers are well organised and prepared. They will need to be familiar with the details
supplied by the short listed applicants, and use effective communication and listening skills during the interview.
In this unit, learners will gain experience of the interview process through taking part in an interview.
Organisations with effective recruitment and selection processes and practices in place are more likely
to make successful staffing appointments. In competitive labour markets this is a major advantage that well
organised-businesses will have over their competitors.

Learning outcomes
On completion of this unit a learner should:

Know the processes involved in recruitment planning

Understand the implications of the regulatory framework for the process of recruitment and selection

Be able to prepare documentation involved in the selection and recruitment process

Be able to participate in a selection interview.

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Unit content
1 Know the processes involved in recruitment planning
Recruitment planning: reason for vacancy eg employee leaving, increased volume of business, different
work, maternity cover, sickness; decision to recruit; internal recruitment; external sources of recruitment
(use of job centres, consultants, recruitment agencies); cost and time considerations of external sourcing
Recruitment advertising: internal advertising; external advertising (choice of media, use of external agencies,
format and type of advertisement, cost implications, legal considerations of recruitment advertising);
methods of application, (eg letter, online, telephone)

2 Understand the implications of the regulatory framework for the process of

recruitment and selection
Current UK and EU legislation: Sex Discrimination Act 1995/97; Race Relations Act 1992; Equal Pay Act
1970; Disability Discrimination Acts 1995 and 2005; European Working Time Directive; Employment Act
2002; national minimum wage; Data Protection Act 1998 (together with any future amendments)
Ethical issues: asking candidates the same questions; interviewers not related to candidates; gender and
ethnic balance on panels

3 Be able to prepare the documentation involved in the recruitment process

Job description: purpose and standard formats; job title; department and location of post; broad terms
of job; responsible to whom; responsibilities; scope of post; education and qualifications; name of
compiler and approver; date of issue
Person specification: purpose and standard formats eg job title and reference number; location in
management line; essential and desirable attributes; physical characteristics required; attainments and
qualifications; previous experience; general intelligence; special aptitudes; temperament and personality;
hobbies and interests; personal circumstances
Application documentation: letter; application form; curriculum vitae

4 Be able to participate in a selection interview

Pre-interview: selection criteria for short listing; application packs and information for candidates; references;
types of interview (group, individual, team, panel, telephone, multi-stage); tasks and tests used to
complement the interview process eg occupational preference tests, attainment tests, aptitude tests,
psychometric tests; use of specialists in the interview; Assessment and interview questions; procedure
for informing candidates of interview decisions
Interview: interview protocol; confidentiality; fairness; interview environment; agreed questions; checking
of personal information; interview checklist; control of interview; decision criteria and documentation;
communicating the decision to candidates; communication and listening skills; body language; questioning
techniques; barriers to communication; analysing and summarising
Post interview: informing candidates; making a job offer; verbal/non-verbal offers; contents of job offer,
eg start date, wage or salary rate, hours of work, holiday entitlements; other conditions eg references,
medical test, passing specific qualifications; expense claims; candidates feedback; taking up and checking
references; police and/or medical checks; rejection of unsuccessful candidates

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Assessment and grading criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.
Assessment and grading criteria
To achieve a pass grade the
evidence must show that the
learner is able to:

To achieve a merit grade the

evidence must show that, in
addition to the pass criteria,
the learner is able to:

To achieve a distinction grade

the evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:

M1 compare the purposes

of the different documents
used in the selection and
recruitment process of
a given organisation

D1

evaluate the usefulness

of the documents in the
interview pack for a given
organisation, in facilitating
the interview process

D2

evaluate your experience

of planning and participating
in the recruitment and
selection process.

P1

identify how two organisations

plan recruitment using internal
and external sources
[CT]

P2

explain the impact of the legal

and regulatory framework
on recruitment and selection
activities
[IE]

P3

prepare the documents used

in selection and recruitment
activities
[CT]

P4

plan to take part in a selection M2 analyse your contribution

interview
to the selection process
[SM, RL]
in a given situation.

P5

take part in a selection

interview.
[TW, EP]

PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.

Key

IE independent enquirers

RL reflective learners

SM self-managers

CT creative thinkers

TW team workers

EP effective participators

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Essential guidance for tutors

Delivery
This unit is designed to be delivered and assessed using a practical programme where learners need to set
up interviews, from the job analysis stage right through to selecting a suitable candidate. Learners will prepare
documents to be used at interviews which will give them the opportunity to practise appraising CVs, personal
statements and letters of application, and completing application forms.
In this unit there is an emphasis on the importance of all types of communication including non-written
communication, body language, appearance, verbal communication, face-to-face communication and
electronic communication. Tutors will need to spend time discussing in order to develop good practice.
The importance of equal opportunities to an organisation, allowing it to select recruits from the broadest
possible range of potential talent should be stressed. The implications for individuals and society of confronting
prejudice, lessening social exclusion, widening participation and recognising ability and potential will be key
and sensitive subjects for many learners. Providing information on, and allowing discussion about, legal and
social issues concerning race, gender, disability, religion, age and other situations where discrimination, either
positive or negative, may occur will help learners to develop awareness of and sensitivity to employee and
employer standpoints.
Learners need to have a broad understanding of the regulatory framework involved in recruitment and
selection. However learners will not need detailed knowledge of the legislation as this is covered in other
units. They should be aware of the key implications of the relevant legislation and the ethical issues involved
in recruiting and selecting staff.
Learners own experiences should be called on, although younger learners may be working in situations
with informal employment practices. Learning should take account of learner experiences while indicating
professionally appropriate practice. Textbook case studies will be useful but there will be current cases in the
media revolving around employment issues and legislation, which should enable practical application of the
theory. The websites of large employers such as Asda, Boots, Sainsburys and Tesco are good sources of
sample material and provide examples of current practice where comparative practices are relatively simple
to access.

Outline learning plan

The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and structure of the programme
Introduction to recruitment and selection and its importance to organisations
Pair work on the role of recruitment and selection for a range of organisations. This will be supported by some
tutor input on technical topics. Learners:

investigate recruitment planning from case study materials or from supportive organisations

identify the reasons for planning the required workforce in organisations

gather information on recruitment advertising and the legal aspects of advertising for employees

There may still be formal input during group work

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Topic and suggested assignments/activities and/assessment

Assignment 1: Recruitment

Pair work on the role of recruitment and selection for a range of organisations. This will be supported by some
tutor input on technical topics. Learners:

investigate and collect job descriptions

analyse job descriptions and their content

investigate and collect person specifications

analyse person specifications and their content

investigate and collect application documentation

analyse application documentation and its content

prepare own CV

complete application documentation

There may still be formal input during group work

Presentations on the selection interview processes
Pair work on the role of recruitment and selection for a range of organisations. This will be supported by some
tutor input on technical topics. Learners:

identify pre-interview material

assess the purpose of pre-interview material in specific instances

prepare pre-interview material for the selection process

identify pre-interview material

assess the purpose of interview materials and activities in specific instances

prepare interview material for the selection process

plan interviews for job vacancies

take part in selection interviews

identify post-interview material

assess the purpose of post-interview material in specific instances

prepare post-interview material from the selection process

Pair work on the role of recruitment and selection for a range of organisations. This will be supported by some
tutor input on technical topics. Learners:

identify the range of legislation that applies to selection interviews and their conduct

assess the impact of legislation that applies to selection interviews and their conduct

Identify the range of ethical issues that apply to selection interviews and their conduct
Assignment 2: Selection

Supervised assignment work

Non-supervised study time and completion of assignments

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Assessment
For P1, learners will need to understand the reasons why vacancies occur, and the factors which influence
organisations to recruit. Vacancies may be filled internally or externally. External sources, if used will have time
and cost implications. The vacancy may be advertised internally or externally, and for external advertising, the
choice of media is important. The organisations selected, could link to P3, and the evidence for P1 could be
in the form of an introductory planning sheet.
For P2, learners will explain the key legal and ethical requirements of selection interviews. This could be done
by providing a concise, but detailed guide for interviewers.
For P3, learners will prepare the documentation for an identified vacancy. This will encompass a job advert,
job description and person specification. The completion of these three documents to an appropriate standard
will provide the evidence for this criterion.
For P4, learners will plan all aspects of their interview(s) for P5.
For P5, learners should adopt the role of either an interviewee or an interviewer in a mock selection
interview. Learners should demonstrate through role play that they have prepared for the interview. They
should have the necessary documentation available and be able to conduct the proceedings. Roles can then
be reversed to give all learners the opportunity to see the recruitment process from the perspectives of both
the applicant and the interviewer. Evidence is likely to come from a copy of the documentation and a witness
statement from the assessor.
For M1, learners must be able to identify the documents used in the three stages of the selection process.
They should know the purpose of the key documents. They should be able to explain the purpose of the
information that the completed documents will provide for the interviewers. They should be able to draw
comparisons between the purposes of appropriate documents.
For M2, learners must show that they can prepare for and perform in a role-play situation. Learners should
ensure that an application pack is prepared and that all the necessary documentation is provided for the
interviewee and the interviewers. The interview should be organised and conducted in a professional
manner. Observers will be looking for evidence that the participants have prepared for the interview. This
can be judged by observing how the learners organise and manage the sequence of the interview, the ability
of the participants to ask appropriate questions, the quality of their participation and whether they have used
communications and listening skills to good effect. Evidence will come from supporting documentation such
as interview questions that the interviewers and interviewees have prepared. The evidence will be supported
by a witness statement on the role play of each participant. In addition the learner must prepare an analysis of
their contribution.
For D1, learners must make judgements on the usefulness of documents that they have collated in the
interview pack. This will be informed by a mix of theory and practice. They must be able to demonstrate that
they are able to assess the usefulness of documents that belong to a real organisation or that they have used
in the role play exercise. In what ways did the documentation contribute to the organisation, management
and conduct of the interview and the process of making a selection decision?
For D2, learners must be able to demonstrate that they can critically reflect on their experience and draw
lessons from it. Evidence will require an evaluation of the role play and this should be linked to the feedback in
the witness statement. Learners must also be able to critically evaluate their experiences of planning stages of
the interview.

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Programme of suggested assignments

The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the grading grid. This is for guidance and it is recommended that centres either write their own
assignments or adapt any Edexcel assignments to meet local needs and resources.
Criteria covered

Assignment title Scenario

Assessment method

P1, P2, P5, M1, D1

Recruitment.

Newspaper or Magazine advert

for job role.

Advertising and preparing

documents for a job role.

Job specification.
P3, P4, M2, D2

Selection.

Applying and being interviewed

for a job.

Role play.

Links to National Occupational Standards, other BTEC units, other BTEC

qualifications and other relevant units and qualifications
This unit forms part of the BTEC Business sector suite. This unit has particular links with the following unit
titles in the Business suite:
Level 3
The Business Environment
Business Communication
Aspects of Employment Law
Development Planning for a Career in Business
Human Resource Management in Business.

This unit links to the Level 3 National Occupational Standards for Management and Leadership, particularly
Unit D3.
This unit also links to the National Occupational Standards in Human Resources, particularly Units HR15 and HR16.
It also links with the following units of the Level 3 National Occupational Standards in Personnel:

Unit P31: Operate recruitment procedures

Unit P32: Operate selection procedures.

Essential resources
For this unit learners should have access to a suitable business teaching environment with access to the
internet to do research. Tutors may consider building a bank of resource materials to ensure there is a
sufficient supply of relevant information across a range of business types and sectors.
Learners can generate evidence from a work placement or from work experience. Other learners may have
access to information relating to family owned and run businesses.

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Employer engagement and vocational contexts

Centres should develop links with local businesses. Many businesses and chambers of commerce want to
promote local business so are often willing to provide work placements, visit opportunities, information about
businesses and the local business context, and visiting speakers.
www.businessbritainuk.co.uk/ provides information about business in Britain and has extensive links to other
business and business news sites.
www.fsb.org.uk The Federation of Small Businesses provides information, support and guidance about small
businesses in the UK.
Many businesses provide information about themselves. For example, Unilever, can be found at:
www.unilever.co.uk.

Indicative reading for learners

Textbooks

Bartol K M and Martin D C Management (Irwin, 2001) ISBN 0072515015

Edenborough R Effective Interviewing: A Handbook of Skills and Techniques (Kogan Page, 2002)
ISBN 0749437553
Fowler A Writing Job Descriptions (Management Shapers) (CIPD, 2000) ISBN 0852928661
Gillespie A Business in Action (Hodder Arnold, 2002) ISBN 0340848200
Grout J and Perrin S Recruiting Excellence: An Insiders Guide to Sourcing Top Talent (McGraw Hill, 2002)
ISBN 0077099680
Kay F, Guinness H and Stevens N Making Management Simple (How to Books, 2003) ISBN 1857038118
Ridderstrale J and Nordstrom K Funky Business (FT Prentice Hall, 2001) ISBN 0273659073
Journal

Personnel Today (Reed Business Information) is a useful journal which often has up-to-date and relevant articles
on selection and recruitment practice.
Newspapers

Quality newspapers especially the business sections.

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Websites

www.bbc.co.uk/business

BBC Business website

www.bbc.co.uk/learning/subjects/business_studies.shtml A changing bank of learning resources and up-to-date

case studies. This site also has links to other useful
sites
www.bbc.co.uk/news

BBC News website

www.bized.co.uk

Includes a number of pertinent case studies

www.careers-in-business.com

Information on a variety of business careers

www.cipd.co.uk

Chartered Institute of Personnel and Development

www.direct.gov.uk

Gateway to public services

www.lsda.org.uk

Learning and Skills Development Agency

www.learnthings.co.uk

Providers of interactive digital resources

www.thetimes100.co.uk

Free materials and case studies

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Delivery of personal, learning and thinking skills

The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.
Skill

When learners are

Independent enquirers

investigating jobs advertised by business organisations

Creative thinkers

generating ideas about advertisements, documentation and questions

Reflective learners

reflecting on the questions to ask and answer at interview

Team workers

working with others in a group environment

Self-managers

organising time and resources and prioritising actions whether working on their
own or in a group

Effective participators

taking part in group activities, working with colleagues, supervisors and managers.

Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.
Skill

When learners are

Independent enquirers

planning and carrying out research into the different types of job role

Creative thinkers

looking at how different qualifications and skills fit together in job roles to ensure
business purposes are met
adapting their skills as circumstances change

Reflective learners

setting goals with success criteria

inviting feedback on their own work and dealing positively with praise, setbacks
and criticism
evaluating their experiences and learning to inform progress

Team workers

working in a group to discuss ideas and prepare materials for presentations

taking responsibility for their own role
managing activities to reach agreements and achieve results

Self-managers

seeking out challenges or new responsibilities and showing flexibility when

priorities change
dealing with competing pressures, including personal and work-related demands
responding positively to change, seeking advice and support when needed

Effective participators

10

taking part in group activities, working with colleagues, supervisors and managers.

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010

Functional Skills Level 2

Skill

When learners are

ICT Use ICT systems

Select, interact with and use ICT systems independently
for a complex task to meet a variety of needs

researching organisations and their jobs

Use ICT to effectively plan work and evaluate the

effectiveness of the ICT system they have used

tabulating information about organisations/jobs

ICT Find and select information

Select and use a variety of sources of information
independently for a complex task

finding illustrative materials for presentations and

tabulations about organisations
creating diagrams, presentations and tabulations about
the functional areas in businesses

Access, search for, select and use ICT-based

information and evaluate its fitness for purpose

exploring, extracting and assessing the relevance of

information from websites about business organisations
and job roles

ICT Develop, present and communicate

information
Enter, develop and format information independently
to suit its meaning and purpose including:

text and tables

images

numbers

records

bringing together a variety of materials gathered

through research
preparing information to present to others about
job roles

Bring together information to suit content and purpose

Present information in ways that are fit for purpose and
audience
Evaluate the selection and use of ICT tools and facilities
used to present information
Select and use ICT to communicate and exchange
information safely, responsibly and effectively including
storage of messages and contact lists

Edexcel BTEC Level 3 Nationals specification in Business

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communicating with other members of a group

11

Skill

When learners are

Mathematics
Understand routine and non-routine problems in a
wide range of familiar and unfamiliar contexts and
situations

using numerical data in relation to business an job roles

Identify the situation or problem and the mathematical

methods needed to tackle it
Select and apply a range of skills to find solutions
Use appropriate checking procedures and evaluate
their effectiveness at each stage
Interpret and communicate solutions to practical
problems in familiar and unfamiliar routine contexts and
situations
Draw conclusions and provide mathematical
justifications

English
Speaking and listening make a range of contributions
to discussions and make effective presentations in a
wide range of contexts

carrying out work investigating organisations and their

job roles
working with others in investigating businesses and job
roles (employees, colleagues, teachers, class mates)
attending team meetings
making presentations about job roles

Reading compare, select, read and understand texts

and use them to gather information, ideas, arguments
and opinions

reading about jobs

reading about organisations to obtain data to compare
jobs

Writing write documents, including extended writing writing materials to provide information about jobs
pieces, communicating information, ideas and opinions,
producing labelled charts and diagrams showing the
effectively and persuasively
structure of organisations and the links between
sections within organisations.

12

Edexcel BTEC Level 3 Nationals specification in Business

Issue 2 June 2010 Edexcel Limited 2010